Intuition and Education

Date created: 
2017-11-29
Identifier: 
etd10477
Keywords: 
Intuition
Pedagogy
Transformative development
Hermeneutics of the Subject
Transpersonal psychology
Consciousness
Abstract: 

This project seeks to validate the kinds of intuitive experiences many people have, but which get subjugated, neglected, or rejected by institutions of knowledge. In particular, it responds to a scholarly silence about psychic, intuitive experiences like gut feelings, pre-cognition, and 'just knowing,' that are unexplained by hegemonic epistemological framing, which often (inadequately) explains intuition as expertise. Motivated by a desire to make these experiences sensible within an intellectual culture wedded to analysis and objective knowledge production, this research seeks to fill a gap in pedagogical practice in the area of understanding and supporting the intuitive function. Through a review of literature about intuition in philosophy and psychology, I recommend that intuition be conceptualized through an emergent psychological theory, transpersonal theory, that accounts for an extended range of inter-subjective and transpersonal consciousness. The dissertation then turns to the self-help realm, where a genre of intuition development books do the work of educating for intuition that formal educators have not. These books provide a framework for understanding intuition as a psychic sense, and recommend a programme of practice for educating the intuitive function. Intuition is presented as a relational, contextual way of knowing that relies on the coherence of the subject-knower, and the pedagogy for intuition directs practitioners towards transformative self-development.Drawing from Foucault's analysis of ancient practices of care of the self, I argue that the programme of practice for intuition development relies on a framework of the self as being both contingent (thus able to transform), and capable of experiencing connection to realms of non-ordinary and non-discursive consciousness. I suggest that the work to become more intuitive challenges the deceit of a subject's alienation from her context. Intuition development pedagogy contains contemplative and reflective practices that enables non-discursive and 'non'-ordinary experiences of consciousness. A similar programme may be a productive way forward to educating for intuition.

Document type: 
Thesis
Rights: 
This thesis may be printed or downloaded for non-commercial research and scholarly purposes. Copyright remains with the author.
File(s): 
Senior supervisor: 
Charles Bingham
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) Ph.D.
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